Urban african-american middle school science students : Does standards-based teaching make a difference?

By J. B. Kahle, J. Meece, K. Scantlebury. 2000

168 citations recorded by the source corpus.

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Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning (2011, background): “We also believe that the differences in teachers’ enactments are influencing student learning based on prior research on teacher practices (Kahle et al., 2000).”
The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting (2009, background): “For example, African–American girls are more likely to succeed in science than African–American boys (Kahle et al. 2000 ).”
Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. (2008, background): “Kahle et al. (2000) also identified a strong positive relationship between student attitudes and achievement for urban minority males.”
Professional Development in Inquiry-Based Science for Elementary Teachers of Diverse Student Groups. (2004, background): “Such constraints are particularly serious in inner city schools with limited resources and funding (Hewson et al., 2001; Kahle et al., 2000; Knapp & Plecki, 2001; Spillane et al., 2001).”